ENGL 1110 - Academic English I
North Terrace Campus - Summer - 2017
General Course Information
Course Code ENGL 1110 Course Academic English I Coordinating Unit English and Creative Writing Term Summer Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 9 hours per week Available for Study Abroad and Exchange Y Incompatible ENGL 2110 Assumed Knowledge Intermediate knowledge of the English language Course Description Students undertaking this course will develop their skills in reading, writing and speaking English in an intensive study situation. They will read selected English academic texts (or extracts from them), learn skills for understanding these texts, and develop written and spoken responses to them. The course is appropriate for both students whose first language is not English and for native speakers of English. Students will develop transferable skills in critical thinking, research, the evaluation of secondary sources and the planning and drafting of academic assignments.
Course Coordinator: Dr Julia MillerMr Richard Warner
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
- Prepare and deliver a range of academic texts (essay and oral presentation).
- Acquire skills in the genre of academic writing, including: structuring at macro and micro levels; working with primary and secondary sources; developing an argument; and using register, audience and authorial voice.
- Develop research skills relevant to the analysis of primary and secondary sources.
- Develop and practise skills in referencing, quoting, paraphrasing and avoiding plagiarism.
- Prepare and deliver coherently and logically argued material in both written and oral forms.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 3, 4, 5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1, 3, 5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 2, 3, 4, 5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
2, 4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesCourse handbook, available on MyUni or in printed form through the University.
Recommended ResourcesFaigley, Lester. The Little Penguin Handbook: Australasian Edition. 2nd ed. Frenchs Forest: Pearson Australia, 2013.
Godwin, Janet. Studying with Dyslexia. Basingstoke, UK: Palgrave Macmillan, 2012. (This source is useful for everyone, not just those with dyslexia.)
Graff, Gerald and Cathy Birkenstein. They Say / I Say: The Moves that Matter in Academic Writing. New York: Norton, 2006.
Kane, Thomas S. The New Oxford Guide to Writing. Oxford: Oxford University Press, 1988.
Online LearningCourse documents made available on Canvas include:
- Course Profile
- Course Plan
- Assessment Tasks Outline
- Lecture Audio Files (after live lecture)
- Lecture Slides
- Essay Questions
- Assignment Marking Rubrics
- Online Grammar Test
- Online Library Quiz
- Online Plagiarism Quiz
- Online Punctuation Quiz
Learning & Teaching Activities
Learning & Teaching ModesThe course is built around a series of one-hour lectures covering academic writing skills and strategies for research and argumentation. These will be complemented by three two-hour workshops per week, in which students will undertake a series of exercises, in both written and spoken forms, aimed at developing their expression and argumentation in academic writing contexts. In addition, workshops provide students with the opportunity to draft assignments and seek peer review and comment before submitting their work. Grammar, syntax and style are addressed in both lecture and workshop content.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Students will commit the equivalent of 156 hours to study in this course.
Learning Activities SummaryWeek 1:
Lecture: Introduction to academic writing.
Workshops: Critical and effective reading; note taking from readings; essay examples; sentence structure; group work; library research skills and referencing.
Lecture: Academic integrity and referencing.
Workshops: Reviewing literature; plagiarism; essay planning; oral presentation skills.
Lecture: Constructing an argument.
Workshops: Developing an argument; using quotations and secondary sources; introductions and conclusions; paragraph structure.
Lecture: Finding your voice as a writer.
Workshops: Achieving cohesion; oral presentations and student-led workshops; editing and proofreading.
Please note that some activities will also be completed online outside class time, with an opportunity to discuss the online material in class.
Specific Course RequirementsPurchase of the course reader from the University of Adelaide Image and Copy Centre.
Small Group Discovery ExperienceDuring the course you will work in small groups to research and present a given topic. Your tutor will give you guidance in this.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Weighting Learning Outcome Online grammar test Formative and Summative 5% 2 Online library task Summative 5% 3, 4 Online plagiarism quiz Formative and Summative 5% 5 Online punctuation quiz Formative and Summative 5% 2 Essay plan (600 words) Formative and Summative 20% 1, 2, 3, 4, 5 Oral presentation and workshop Summative 20% 1, 2, 3, 4, 5 Essay
ENGL1110 - 1500 words
ENGL2110 - 2000 words
Summative 40% 1, 2, 3, 4, 5
Assessment Related RequirementsIf students miss more than two seminars/workshops without providing documentation such as a medical certificate to cover their absences, they will be considered at risk of failing the course.
All students must complete and submit all of the assessment tasks (with the exception of the Oral Presentation task ONLY in cases of documented illness or compassionate exception) in order to deemed to have fulfilled all the requirements of the course. If students do not complete an assessment task or tasks, they will receive 0% for the uncompleted assignment/s and will be deemed ineligible to pass the course until they have completed and passed a Replacement Assessment task (maximum grade 50%P; this will become the grade for the overall course).
Assessment DetailOnline grammar test (5%): students complete an online grammar test in Canvas. The test will be based on items covered in class.
Online library task (5%): students will be given online instructions about accessing library resources. It is their responsibility to visit the Barr Smith Library and make themselves familiar with these resources. Students will then complete an online quiz in Canvas answering questions about the library’s organisation, research options and databases.
Online plagiarism quiz (5%): students complete an online test in Canvas based on the University of Adelaide's academic honesty policy.
Online punctuation quiz (5%): students complete an online punctuation test in Canvas. The test will be based on items covered in class.
Essay plan (20%): students plan an essay on a given topic relating to academic English. Feedback received on the essay plan must be incorporated into the final draft of the essay.
Oral presentation and workshop (20%): students work in small groups to research and present information on a given topic relating to academic English. This topic will be the same as their essay topic. The group will give a 10 minute 'pecha kucha' style oral presentation, with each student presenting 4 x 30 second slides. After this, the group will lead the rest of the class in a 25 minute workshop on the given topic. Each person in the group will be assessed individually.
Essay (40%): students submit an essay on a given topic using their essay plan and incorporating feedback they have received.
SubmissionAll assignments are submitted in hard copy to the Humanities office (Napier Building, Level 7).
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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